Childminder in Cheshire East

Inspection date

Previous inspection date 19/12/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are secure and happy as they build close relationships with the childminder, who has created a welcoming, homely environment in which they learn and have fun.  The childminder has built strong relationships with parents and works closely with them to help their children's learning and development. She has established various ways to share information regarding their children's experiences and learning at home and while in her care.  The childminder clearly enjoys her role in the children's lives and shows a desire to increase her skills in working with young children and to develop her childminding provision.

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It is not yet outstanding because

 There is scope to further develop the effectiveness of self-evaluation by capturing the views of all those involved with the provision, in order to enhance continuous improvement.  The childminder does not always take opportunities to extend children's understanding of number as they play or through their daily routines.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the kitchen and the open-plan sitting and dining room.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at various documents, including policies and procedures, observations and assessments, the childminder's self-evaluation and children's records.  The inspector took account of the views of parents spoken to during the inspection.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, three adult children and one child aged 12 years in the Congleton area of East Cheshire. She uses the whole ground floor of the house for childminding. The childminder visits the local shops and parks on a regular basis. She takes and collects children from the local schools and pre-schools.

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Information about the setting

There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. She can be flexible to suit parents' working patterns.

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To further improve the quality of the early years provision the provider should:

 build on self-evaluation by extending how the views of parents and children are incorporated, to assist in identifying areas for further improvement

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To further improve the quality of the early years provision the provider should:

 enhance opportunities for children to develop their skills in numeracy by asking questions during the daily routine and as children are involved in their chosen play activities.

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who attend

The childminder knows the children well. She observes and listens to them carefully and parents are highly involved in their children's learning. She has effective ways of sharing information with parents regarding their children's interests, achievements and learning at home and while in her care. She uses her good knowledge of children and how they learn, to plan activities in response to their interests to support them in their good progress in all areas of their learning. For example, parents and the childminder have worked together to support children in learning the days of the week and colours. The childminder has a good understanding of the Early Years Foundation Stage and regularly refers to the Development Matters guidance to monitor children's development and to ensure that any gaps in their progress are identified.

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who attend

The childminder has built strong links with key people who care for children in other early years settings and spends time settling children into pre-school when she takes them in the morning. Therefore, she is aware of topics covered and children's progress within the pre-school and is able to enhance their learning within her setting.

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who attend

Children are busy and become highly engaged in their chosen activities. They spend time playing happily on their own and confidently ask the childminder for support when needed. The childminder is swift to respond and is skilled at interacting with children during their freely chosen activities. She asks questions that support and challenge children in the vast majority of the aspects of learning. Children develop their skills in expressive art and design and their fine motor skills as they use their fingers, hands and paintbrushes to explore the glittery paint. The childminder extends their knowledge of colour by talking to them about different colours they make as they mix paints together. They compare the light green and the dark green paint. The childminder promotes children's mathematical understanding as she talks about shapes when painting snowmen and about distance when children slide play people down the ramp of the toy garage.

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who attend

Plans show that activities are provided to develop children's understanding of number and counting. However, the childminder takes few spontaneous opportunities to develop these skills during the daily routine or children's free play. Children confidently chat to the childminder and develop good communication and language skills. They enjoy role play and the childminder asks them questions to develop their language and imaginations. They talk to the childminder about what they are doing with their doll and she helps them to put on the doll's nappy and prepare the bottle.

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who attend

Children enjoy learning about the world and their local communities. They go to the local town centre where they develop their early literacy skills as they recognise familiar signs and develop counting skills as they count the shops. They talk about the weather and observe seasonal changes in the environment, for example, as they look at the levels of water in the local lake and talk about weather and water in different countries.

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The contribution of the early years provision to the well-being of children

Children are confident and secure within the childminder's home. They enjoy seeing the childminder's own children, who greet them affectionately when they return home from school and college. Children are assertive in making their needs and wishes known and the childminder respects these, while gently reminding them how to make requests in a polite way. Children enjoy the praise that the childminder gives for their efforts and achievements and when they ask for things politely. The childminder discusses children's individual needs with parents and caters for these accordingly. She discusses her policies and procedures with parents, including behaviour management. Therefore, they have a shared understanding of appropriate expectations of children's behaviour and a consistent and positive approach to behaviour management.

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The contribution of the early years provision to the well-being of children

Children develop good personal hygiene routines and learn skills to keep themselves safe. When they return home from school they are supported in washing their hands before they enjoy a healthy snack. They remember that the hot tap is red and that the cold tap is blue and recall this later when playing in their toy kitchen. When a child is preparing pretend food she warns the childminder 'It's hot, don't go near it'. The childminder ensures that children develop healthy eating habits and they are well nourished. They enjoy healthy, home-cooked meals and snacks and have fresh drinking water available throughout the day. The childminder's garden is not currently suitable to be used by children. Nevertheless, the childminder ensures that children have daily opportunities to be active and develop their physical skills. When children attend for a full day they spend time outdoors at local parks or visit indoor play centres. When collecting children after

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The contribution of the early years provision to the well-being of children

school, the childminder parks the car a distance from the school to ensure children have some opportunity for exercise and fresh air before returning home. Indoors, children enjoy dancing and have ample space to be physically active and develop their large muscle skills and coordination.

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The contribution of the early years provision to the well-being of children

The childminder and parents work together to prepare children for their transition to school as they encourage their independence and self-help skills. For example, they support children to put on and fasten their own shoes. The childminder treats children with care and respect and is a positive role model. Children have access to a range of toys and resources that reflect images of different ethnicities, culture, age and abilities. Therefore, children develop a positive self-image and a respect for themselves and others.

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provision

Children are safeguarded well. The childminder is fully aware of her responsibilities with regard to child protection and clearly understands that the welfare of children is paramount at all times. She knows the signs and symptoms of abuse and when and how to report concerns to the appropriate agencies. Her house is safe and secure and the childminder ensures that any hazards are identified in and out of the home and that appropriate action is taken to reduce the risk of accidental injury.

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provision

The childminder shows a strong commitment to developing her childminding provision and early years knowledge. Since registration she has attended various training sessions and has developed her practice as a result of these. For example, she has introduced 'speech bubbles' for parents to complete that give weekly updates of their child's experiences and learning at home. These are included in children's learning journeys and considered when monitoring children's progress and planning activities. The childminder has recently reflected on how well she is delivering all aspects of the Early Years Foundation Stage and has recorded this on her self-evaluation form. However, there is scope to further develop self-evaluation, in order to ensure continued and systematic progress in the future, for example, by capturing the views of all those involved with the setting, in order to identify all strengths and areas for improvement. The self-evaluation form shows the childminder's

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provision

strengths and has identified some areas for development and future training that will further improve her provision and skills. Feedback gathered from parents during the inspection was very positive. They appreciate the close relationships they and their child have with the childminder and the way that information is shared regarding their child's interests and progress.

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provision

The childminder has not yet had reason to work with other agencies involved in working with children she is caring for. However, she is aware of the importance of partnership working to ensure that children are given appropriate intervention to support them in their learning and development.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY443297 Local authority Cheshire East Inspection number 803901 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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